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482 4- Headway Pre-Intermediate Teacher's Guide, 5th edition - 2019 , 240p
ingles (543210)
Universidad Tecnológica de León
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Liz & John Soars • Stacey Hughes
with photocopiable activities by Rachel Godfrey
####### Pre-intermediate Teacher’s Guide
5th edition
1
4
Introduction
The Headway series Headway has made a significant contribution to English Language Teaching for more than 30 years. The Headway series has always championed a blend of methodologies: - traditional methodology: a grammar syllabus with controlled practice, systematic vocabulary work, and reading and writing activities - a communicative approach: a functional/situational syllabus, personalized practice, real language work in real situations, activities to encourage genuine communication inside and outside the classroom, development of all four skills – especially listening and speaking. This blend of approaches has proved an excellent combination for English language learning, and has now become a standard for, and indeed expected of, today’s ELT coursebooks.
Key features of the Pre-intermediate Student’s Book
Unit Opener and Starter Each unit begins with an opening page which presents the theme of the unit through inspiring images, and questions which generate discussion and encourage students to start thinking about the unit topic. They can also watch the video introduction to the unit by going to headwayonline. The first page begins with a Starter section, which launches the grammar and/or the theme of the unit.
Grammar The upfront, systematic, and effective treatment of grammar is a hallmark of Headway. At the Pre-intermediate level, we build students’ confidence and knowledge of grammar by introducing new language methodically, comparing and contrasting similar structures, and placing them in context. We introduce learners to: - tenses and questions - simple versus continuous aspect - articles - verb patterns - perfect versus non-perfect aspect - comparative and superlative adjectives - modal verbs - active and passive voice - conditional forms
Grammar spots There are Grammar spots in the presentation sections, which focus students’ attention on the language of the unit. The Grammar spots are cross-referenced to the Grammar reference at the back of the book, where you and your
students will find more in-depth explanations of the key structures. Students are encouraged to go to headwayonline for further grammar practice.
Vocabulary Headway has always attached great importance to the acquisition of vocabulary. Its approach can broadly be divided into three areas: 1 an examination of lexical systems such as: phrasal verbs, compound nouns, collocation, dependent prepositions, word building, spelling and pronunciation, synonyms and antonyms. 2 the teaching of new items in lexical sets such as: leisure activities, parts of the body and clothes. 3 the encouragement of good learning habits: using dictionaries, keeping records, reading and working out meaning from context. Students are encouraged to go to headwayonline for further vocabulary practice.
Practice Each unit has a wide variety of practice activities, both controlled and free, mechanical and information gap. These activities allow students to analyse the target language and use it communicatively.
Skills development We aim to develop the four language skills, Listening, Speaking, Reading, and Writing (with special emphasis on the first two) by providing as much varied practice as the classroom setting can allow with the use of stimulating, relevant material and tasks. Students are encouraged to go to headwayonline for further skills practice.
Speaking, Listening, and Everyday English The communicative emphasis in Headway Pre-intermediate gives students plenty of opportunities to put language into practice. Grammar, Reading, Vocabulary, and Writing sections are combined with speaking and/or listening activities to encourage genuine communication using the target language. Communicative skills are also given special treatment in their own sections, with Everyday English pages at the end of each unit presenting and practising phrases students can use in social contexts, at the doctor’s, to express doubt and certainty, to say thank you and goodbye. Video The video material provides revision and extension material through a series of interesting and varied documentary-style videos. The clips are designed to consolidate grammatical, functional and lexical areas covered in the related Student’s
Introduction
5
In Look again students can: - Review every lesson - Try activities from the unit again - Watch the videos as many times as they like. In Practice students can: - Extend their knowledge with extra Reading, Writing, Listening, and Speaking skills practice. In Check your Progress students can: - Test themselves on the main language from the unit and get instant feedback - Try an extra challenge.
For teachers Teachers can use the Access Card in the back of this Teacher’s Guide to access the Teacher’s Resource Centre in Online Practice. In addition to all the students’ resources, teachers can access students’ work, track their progress and scores in exercises and tests, show/hide tasks, and compare different classes. As well as getting feedback on progress and practice tasks, students can submit their writing to teachers and record their speaking, e. long turns, for assessment and/or comment. Teachers are also able to access a wide range of resources and materials to support their lessons in the Teacher’s Resource Centre. These include: - Audio files for the Student’s Book and Workbook - Video files - Full Teacher’s Notes and Answer keys - Photocopiable activities. - Complete tests, with answers and audio: - Entry test for the whole course - Unit tests 1–12, in two versions covering the main grammar, vocabulary, and Everyday English syllabus for each Student’s Book unit - Stop and check tests, in two versions, revising Units 1– 4, 5–8, and 9– - Progress tests for mid-year and end-of-year assessment - Skills tests covering the four skills of reading, listening, writing, and speaking - Optional listening tests 1– - Editable audioscripts from the Student’s Book and Workbook - Wordlists from the Student’s Book with write-in lines for translations - CEFR guide for teachers - Collated answer key.
Finally! Good luck in your teaching. We hope this new edition helps you in the preparation and execution of your lessons, and that you and your students find it not only useful to learn and practise your language skills, but enjoyable and thought-provoking. John and Liz Soars
Book, and to develop listening comprehension skills. Each video is accompanied by a photocopiable worksheet and a page of teacher’s notes. The worksheets are designed to give students exercises and activities that will best prepare them for and help exploit the video.
Writing
Each unit contains a complete writing lesson. Each of these provides a model for students to analyse and imitate. We introduce learners to the structure of discourse (linking words, ordering paragraphs, pronoun reference), and also look at style and register in writing.
Workbook
The Workbook is an important component as it practises, revises, and reinforces the language presented in the Student’s Book providing further practice of all of the Grammar, Vocabulary, and Everyday English sections. There is a strong element of progression, from exercises that practise recognition to those that encourage production of the target items. There are also vocabulary exercises and reading texts, as well as a Review section in every unit.
The audio files for the workbook exercises are found at headwayonline. Students are also encouraged to go online for further practice and to check their progress.
Teacher’s Guide
The Teacher’s Guide offers the teacher full support both for lesson preparation and in the classroom. It includes:
- Full teaching notes for each section, with answers and audioscripts in the main body of the notes. There are plenty of suggestions, with ideas for exploiting the material with weaker students and/or mixed ability classes, for extending the Student’s Book material, and for encouraging students to use English outside the classroom.
- Background notes for the Reading and Listening sections, with information about the people profiled in the texts, historical and geographical notes, and brief explanations about features of the English-speaking world.
- Cross references to relevant exercises in the Workbook.
- Photocopiable activities to accompany units with extra pairwork, group work, and vocabulary revision.
Headway Online
For students
Headway Online Practice is directly linked to each Student’s Book unit, and students and teachers are directed to it throughout the unit. Students can access headwayonline for the first time via the code on the Access Card in their Student’s Book. Here they can Look again at Student’s Book activities that they missed in class or want to try again, do extra Practice activities, and Check progress on what they have learned so far. They can also get instant feedback on their progress. Students can additionally download all the course audio and video material, and other resources, such as a Language Portfolio.
Introduction
Introduction • Course overview 7
For teachers
Prepare lessons with full teaching notes and photocopiable activities for each unit. Get ideas on how to adapt and extend the Student’s Book material, and how to deal with potential problems.
Teacher’s Guide
Use in class to deliver heads-up lessons and to engage students. Class audio, video, and answer keys are available online or offline, and updated across your devices.
Classroom Presentation Tool
To log in for the first time, teachers use the Access Card
in the back of the Teacher’s Guide for the Teacher’s
Resource Centre, and students use the Access Card
in the back of the Student’s Book for Online Practice.
Class Audio
Full course audio is available on the Teacher’s Resource Centre, and on audio CDs.
Teacher’s Resource Centre
All your Headway resources, stored in one place to save you time. Resources include: Student’s Book and Workbook audio, videos, audioscripts, answer keys, photocopiable activities, CEFR correlations, teaching notes, tests, wordlists, and more.
Use the Learning Management System to track your students’ progress.
Centre Access Teacher’s Resource
Card
10 Unit 1 • Getting to know you 11 Unit 1 • Getting to know you
Grammar Tenses and questions
4 Look at the photos and read about • • Who are they? Do they both work? Conor and Karen. 5 • • What do you think an ‘empty-nester’ is? What are they doing now? 1. Say one thing you can remember about their present Listen to Conor and Karen. Who is and future. Bradypast? , 6 Complete the questions about them. Ask and answer them with a partner. 1 How old are they? 2 3 4 How many children When What their children leave home? they? 5 at the moment? Why teaching any more? Conor and Karen Branna and Brady 6 7 for the camper van?What How much money they they last year? 8 Who year? 1 Listen and check. Practise again with your they to visit next partner.
7 Talking about you Write two sentences each about your future. One is true and one is false present , past , and Read them aloud to the class. Can they spot the false ones? I live in a house in! the centre of town. you live in a flat, you don’t – 1 GRAMMAR SPOT Find examples of present, past, and future tenses in audioscript 1 on p129. 2 Name the two tenses in these sentences. What is the difference between them?She comes from Ireland. 3 Match the question words and answers ’s living in London at the moment. What ... ?Who ... ?Where ...? When ... ?Why ... ?How many ...? Whose ... ?Which ... ?How much ... ?How long ...?
Because I wanted to night.€10. A guitar two weeks a seaside town. My brother blue one’s mine. Grammar reference 1–1 Four. p
My life up to now! 1 1 Look at the photo and listen to Branna. - • • Where does she come from? Where is she now? What’s a ‘busker’? 2 • Complete the text with verbs from the boxes. Say one thing about her present, past, and future. PRESENTcomehas PAST FUTURE havelikemake missdon’t have’m living’m studying
leftwonwas borndidn’t want couldn’t say
’m going to study’m going to continue working as a busker? Why did she leave home? Why is she excited? 1 Listen again and check. Why is Branna In your own words 3 Work with a partner. Talk to each other about Branna. Begin like this: Branna comes from Ireland, but she’s studying in London at the moment because ...
1
2 1.
STARTER
BRANNA
Branna’s parents
‘BUSKER’
CONOR & KAREN MCGRADY
the
‘
’
Branna McGrady Ireland from Portrush, Northern of London! I PRESENTHi! I’m Branna McGrady 1 come from Ireland, but now I , and I’m a ‘busker’ on the streets 2 here in London because I Music I 5. I 4 a job, so I living in London, but it’s very expensive. 36 at the Royal College of and playing my guitar in Covent Garden. I my family a lot, but I The college 98 students from all over the world. lots of friends here. a bit of money singing 7 PASTI Northern Ireland. I 10 was born in Portrush – it’s a lovely seaside town in 11 home two years ago. I to study music and I FUTURE 12 to leave, but I 1413 ‘no’ to that! a scholarship Next year, I 16 Verdi. It’s the largest music academy in Italy. I’m so excited! 15 in Milan for a year, at the my studies, but not in London. I Conservatorio Giuseppe
Retired teachers, ‘ empty-nesters ’, and global travellers.
ACTIVITIES TESTS TRACKING
5th edition
Teacher’s Resource Centre
RESOURCES
8
Teach practical, real life English that is relevant to your students’ lives with new topics and themes grounded in today’s reality. Engage students with the new unit opener page. An inspiring photograph with a thought-provoking quote and questions introduce the unit topic and encourage students to think about issues that have an impact on their lives. Watch the accompanying video introduction in class or set as pre-work to bring the unit topic to life.
Headway 5th edition retains the course’s trusted methodology and has been completely updated with new texts, topics, and digital resources needed for success today.
Introduction • What’s new for the 5th edition?
What’s new for the 5th edition?
Go online for more practice and to Check your Progress
Use your Workbook for self study
Watch the video introduction online
5
49
The future’s in
your hands
**- Grammar Verb patterns, future forms
- Vocabulary Phrasal verbs – literal and idiomatic
- Everyday English Expressing doubt and certainty**
**- Reading He was only 16 ...
- Listening Different generations
- Writing Writing for talking**
1 What is the little girl doing? Is she enjoying it? 2 What do you think she wants to be when she grows up? 3 Do you think she will be successful?
?
HW5e_PreInt_SB-5P 49
From Headway 5th edition Pre-intermediate Student’s Book.
Save time with flexible print and digital resources in one place. Download and adapt material for your students from the Teacher’s Resource Centre. Track your students’ progress on Online Practice using the Learning Management System.
headwayonline
5th edition Teacher’s Resource Centre
Link learning in class with meaningful practice outside class with the powerful blended learning syllabus. You and your students are all busy. That’s why Headway 5th edition provides simple, connected materials that seamlessly guide students through learning in class and practising at home for every unit. After using the Student’s Book in class, students can get new grammar and vocabulary input and practice with the Workbook and look again at each unit, practise all skills, and check their progress with Online Practice.
10 Introduction • Student’s Book contents
Student’s Book contents: Units 1–
1 Getting to know you p Tenses and questions p - Asking questions - W h o’s or Whose?
Right word, wrong word p
- do homework/make a mistake
- a high mountain/a tall man
- be crazy about/interested in
- to train hard/to catch a train
2 Let’s get together p Present tenses p - State verbs - have/have got
My perfect day p
- have a lie-in
- listen to music
- shop for clothes
3 Good news, bad news! p Narrative tenses p - Past Simple and Past Continuous
Adverbs p
- drive carefully
- speak Spanish fluently
- work hard
4 Food for thought p Expressions of quantity p
Articles p
A piece of cake p
- a bag of crisps
- a slice of bread
- a pair of socks
5 The future’s in your hands p
Verb patterns p
going to, will & Present Continuous for future p
Phrasal verbs p
- Literal and idiomatic pick up some rubbish/pick up some Spanish
6 History repeats itself p Present Perfect p - for and since - always, ever and never - Present Perfect or Past Simple?
Word endings and word stress p
- photograph/photographer
- economy/economist
- account/accountant
Introduction • Student’s Book contents 11
A blind date p
- A magazine feature where two readers go on a date
The three types of friends we all need p
Jess describes three friends
Talking about you p11 & p
What do you think? p
What happened next? p
Everyday English p
- Social expressions
Filling in forms p
- Filling in a personal form
The independence quiz p
- A quiz that tells you how dependent or independent you are
Getting on with the neighbours p
Two neighbours gossip about each other
Talking about you p22 & p
What do you think? p21 & p
Roleplay p
Everyday English p
- Making conversation
An email p
- Linking words
A spy story p
- The James Bond story, The Man with the Golden Gun
A spy story p
The Man with the Golden Gun
Talking about you p
In your own words p32 & p
Project p
What do you think? p
Everyday English p
- Saying when
Narrative writing p
- Position of adjectives and adverbs
Recipes for success p
- How three popular foods were discovered by accident
At the shops p
In a café, clothes shop, newsagent’s, off-licence, delicatessen and chemist’s
Talking about you p41 & p
Everyday English p
- Can you come for dinner?
A postcard p
- Style and synonyms
He was only 16 p
- The possible futures of two teenagers, Joel Kioko and Adam Mudd
Different generations p
Three people from the same family discuss what they can look forward to
Talking about you p51, p52 & p
What do you think? p53 & p
Roleplay p
Everyday English p
- Expressing doubt and certainty
Writing for talking p
- ‘My dreams for the future ...’
The not so distant past p
- How the present can be a reminder of ancient history
Family history p
David Taylor Bews researches his family history with his grandmother
Talking about you p61 & p
What do you think? p65 & p
Project p
Everyday English p
- Agree with me!
A biography p
- Ordering paragraphs
Introduction • Student’s Book contents 13
Favourite pictures p
- A magazine article where readers describe their favourite picture
The best things in life are free p
Five people talk about the best things in their lives which don’t cost anything
In your own words p
General knowledge quiz p
Who gets the job? p
What do you think? p
Everyday English p
- What’s on?
Describing my hometown p
- Relative pronouns which, that, who, where
Two stuntwomen and a stunt man p
- The tough world of two Hollywood stuntwomen
A health and fitness quiz p
- What should you do to keep fit and stay healthy?
A stuntman’s story p
- Talking about sports p
- What do you think? p83 & p
- Talking about you p83 & p
- Roleplay p
Everyday English p
- At the doctor’s
Writing emails p
- Comparing formal and informal
The train journey p
- The Storyteller – a short story by Saki
Young adult literature p
- An interview with a publisher of books for young adults
The story on the train p
- In your own words p
- Talking about you p
- What do you think? p
- Telling a story p
Everyday English p
- Exclamations with so and such
Reviewing a book or film p
- Referring back in a text
The world’s most loved football team! p
- Manchester United – a football team that has become a world brand
The world’s number one habit! p
A radio programme about chewing gum
Inventions that changed the world p
Project p
Talking about you p103 & p
What do you think? p
Roleplay p
Everyday English p
- On the phone
Discussing pros and cons p
- Social media sites
The collectors p
- Three people and their surprising collections
My kind of thing! p
- Three people describe things they love
My life in a nutshell p
Alison talks about her life
Talking about you p
What do you think? p113 & p
Everyday English p
- Finding the right words!
Note-taking p
- My vision for the 21st century
Risk and chance p
- An article about the strange world of chance, risk, and probability
At a crossroads in life p
Three people talk about a big decision they have to make
What do you think? p123 & p
Everyday English p
- Thank you and goodbye!
Correcting common mistakes p
- Language review
Go to headwayonline to download the Wordlist and full Audioscript.
14
The Pre-intermediate level Pre-intermediate level students will already have a solid foundation in the language. They may have recently completed an elementary course or they may be returning to language learning after a break and need to revise key language before being able to progress further. Whilst grammar and vocabulary are still a very important part of their development, Pre-intermediate students often find that their receptive skills are more developed than their productive skills. They want to be able to communicate in a wider variety of contexts and can feel frustrated by their current lack of fluency. This is often due to students not yet having a wide enough range of grammar and vocabulary to communicate accurately and fluently, and so it is important that language and skills work is integrated in order to develop students’ confidence in using the language. In Headway 5th edition, Pre-intermediate, new language is introduced systematically and at a steady pace, allowing students to increase their knowledge of the language and build their confidence. In the language presentation sections, students have the opportunity to practise the pronunciation and intonation of new language. Practice sections include a variety of controlled activities, which focus on accuracy, and freer speaking activities, where students can focus on their fluency. There are also many speaking activities based around the listening and reading activities, including regular exchanges of opinion and roleplays.
Developing your students’ speaking skills Often the main reason that students are learning English is because they want to be able to speak it competently. However, this isn’t a simple task. Students need to be able to produce features of grammar, vocabulary, and pronunciation accurately, they need a range of language to be able to communicate, and need to be able to use language in a contextually appropriate way. Furthermore, getting students to speak can be a challenge in itself, and so it is important that we provide engaging and interesting speaking tasks which provide a reason for speaking, and that we allow sufficient planning and thinking time before asking the students to do a speaking task.
Accuracy and fluency Although the main aim for anybody learning a language is to become more fluent in that language, it is important that students feel confident enough to attempt to use language more freely. Students need to focus on features of language before being able to produce it. In Headway 5th edition, Pre-intermediate, language presentations systematically progress from the controlled, accuracy focused activities to freer, fluency-focused activities. The aim of controlled practice activities is to develop students’ accurate use of meaning and form of the target language, but it is also important to focus on pronunciation as part of the presentation and practice of language. In Headway 5th edition, Pre-intermediate, we include focus on sounds and
intonation as part of language presentations and also by including listening texts which enable students to hear the language being presented. By providing sufficient controlled practice, it is more likely that students’ use of the target language will become more automatic when doing freer speaking activities.
Contextual appropriacy Often students can use a correct form when producing language, but communication can be seriously impeded if what they have said isn’t appropriate in that context. For example, a student who asks for something by saying Give me some apple juice is likely to cause offence to the listener even though no grammatical error has occurred, whereas Could I have some apple juice, please? would be the appropriate way of making such a request. In Headway 5th edition, Pre-intermediate, the Everyday English sections help students with the language needed for situational contexts and again progress from controlled, accuracy-based activities to freer, fluency-based activities.
Engaging and interesting tasks We can engage students by providing tasks which build on the context of the lesson and thus are meaningful. This means that students already have opinions and knowledge of topics before being asked to speak about them. We can create interest for the students by providing personalized tasks which allow them to talk about themselves and/or their reactions to the topics in the Student’s Book. In Headway 5th edition, Pre-intermediate, there are regular sections such as What do you think?, Talking about you, and In your own words which provide freer speaking practice.
Types of communication It is important to use a variety of communication tasks which encourage fluency-based freer speaking. In Headway 5th edition, Pre-intermediate, there are many different speaking tasks which allow different types of communication. For example, in Unit 2 of the Student’s Book you will find: - Asking and answering questions with a partner (p22) - Exchanging information/information gap (p22) - Personalized longer turn speaking (p21, p23) - Group discussions (p23, p25, p26) - Pair discussions (p22, p24) - Roleplay (p26)
Allow planning and thinking time Most teachers recognize the importance of planning before getting students to write, but less so when it comes to speaking. However, it is equally important to allow a degree of planning time before asking students to perform a speaking task. The planning stage for speaking tasks could be simply allowing thinking time before they start to speak, or could involve making notes about the topic, what they are going to say, or the language structures they may use.
Introduction • Speaking skills – from accuracy to fluency
Speaking skills – from accuracy to fluency
16
Would you like some extra tips and techniques to help your Pre-intermediate students make progress? Here are several useful books we have chosen to help you make the most of Headway in the Pre-intermediate classroom.
Introduction • Professional Development support
Professional Development support
Teaching at Pre-intermediate level
Motivational Teaching Nick Thorner The question of motivation is especially relevant to those learners at Pre-intermediate level, as you support them to revise and extend learning. This guide provides a clear overview of the factors that affect learner motivation, and connects each of them to innovative teaching ideas and strategies, from choosing materials to closing lessons and giving feedback.
How Vocabulary is Learned Stuart Webb and Paul Nation This guide to vocabulary acquisition is essential reading for teachers of Pre-intermediate level students. It presents the major ideas and principles that relate to the teaching and learning of vocabulary and evaluates a wide range of practical activities. Key questions addressed include: - How many words should students learn at a time, and how often? - How much time should be spent teaching vocabulary? - Why do some students make greater progress than others?
Integrating technology
Mobile Learning Shaun Wilden This practical guide provides clear guidance and essential support for teachers who want to use mobile devices in and outside the language classroom. It helps teachers get started with using mobile devices and apps in class. It shows how to make the most of in-built features, such as messaging, photos, and audio recording. It addresses issues such as acceptable use policies and staying safe.
Teaching with Technology Online Professional Development This online, self-study professional development course aims to enhance the knowledge and skills needed to successfully implement technology in the classroom. It takes approximately 30 hours to complete and includes input on key concepts, approaches, video, animation and audio clips, discussions, practical tasks, opportunities for reflection, suggestions for further study, and ideas to try out in the classroom.
The websites, blogs, apps, and other digital tools suggested for class use in this course are great to try in order to reach today’s digital natives; our students. Umit Cebeci, Teacher in Turkey
The Oxford Test of English: help for teachers The Oxford Test of English is an online general English proficiency test, which reports at B2, B1, and A levels of the CEFR. The test consists of four modules: Speaking , Listening , Reading , and Writing. This course can be used as part of preparation for the Oxford Test of English. For more information about the Oxford Test of English and how you can help learners prepare for it, visit: oup/elt/ote/teachingresources
To find out more about these titles, or additional Professional Development support, visit oup/elt.
Unit 1 • Getting to know you – Overview 17
Introduction to the unit As you begin Headway 5th edition Pre-intermediate, you may well be starting a new course with a new group of students. This is one reason why the theme of this first unit is getting to know people. The Grammar section provides the main grammar focus which is a general revision of key tenses used to talk about past, present, and future. In addition, students review their knowledge of question forms, and the exercises in this unit give you the opportunity to assess your students’ strengths and weaknesses. Making questions is an area that often causes problems for students, so there is ample practice on making questions and question words. This is done through a text students listen to and read to put the different aspects of grammar in a natural context. (All the verb forms covered are dealt with in greater depth in later units of the course.) The Listening and speaking section is about friends. Students listen to a woman talking about friends and extract information to complete a chart and answer questions. As with skills sections throughout the Student’s Book, there is an opportunity for the class to give their opinions and discuss aspects of the topic. In the Reading and speaking focus, students engage in a jigsaw reading activity for specific information, share information, and predict what happens next. Students listen to find out if their predictions were correct. Adjectives ending in -ed and -ing from the text are covered in a separate task. The Vocabulary section in this first unit is called Right word, wrong word and it covers verbs of similar meaning, adjectives and nouns that go together, prepositions, and words with two meanings. There is an Everyday English section which introduces everyday social expressions, for meeting people, starting and continuing conversations, and saying goodbye. In the Writing section, students learn about form-filling, which is a very practical skill. The section covers the vocabulary for different fields in a form and students also learn common instructions in English for completing forms. Finally, they use their own personal information to complete an application form, which can then be used as a model for when students may need to complete forms in English in real-life situations.
Language aims
Grammar
Tenses and questions
The tenses reviewed are Present Simple, Present Continuous, Past Simple, and going to for future plans or intentions. Students practise using first person singular and then third person singular, remembering to change the forms as necessary (e. change the auxiliary verbs or add third
person -s). The input for grammar work in this unit is related reading and listening texts. Students revise a wide range of question words and complete questions in all the tenses listed above. They also complete an exercise where they identify which word is missing in a range of questions and use the questions to interview a partner.
Vocabulary
Right word, wrong word In the vocabulary section, students are encouraged to use their dictionaries efficiently in order to choose from two similar words – play/go, make/do, etc. Other activities in the vocabulary section are to practise collocations of adjectives and nouns – important person, delicious meal, etc., commonly confused prepositions such as to, from, about, at, and words with two meanings such as train.
Everyday English
Social expressions This section covers everyday conversations in social situations. Students match first lines with second lines and there is a focus on continuing the conversations. There are phrases to use for different levels of formality, e. How do you do?, Thanks a lot, and students are asked to identify this aspect of social English interaction.
Additional material
Workbook Students complete a number of short texts using present, past, and future tenses. There is practice making questions in these tenses, and further work on questions with a focus on using question words accurately. The difference between who's and whose is practised. There is a reading on Paralympic skiers, with further question and tense practice. There are Vocabulary exercises on verbs of similar meaning, collocations, prepositions, and words with two meanings. The unit provides more work on social English, and there is a Grammar and Vocabulary review.
Photocopiable activities There are photocopiable activities to review grammar (A game of past, present, future), vocabulary (Find someone who ...), and communication (Can I help you?) at the back of the Teacher’s Guide as well as on the Teacher’s Resource Centre. There is also a worksheet to accompany the video on the Teacher’s Resource Centre.
1 Getting to know you
Unit 1 • Getting to know you 19
My life up to now! SB p This section presents Present Simple, Past Simple, and Present Continuous for future in context.
About the text The text is about a ‘busker’. A busker is someone who performs in the street for gratuities – usually in the form of small change from passers-by who stop to listen or watch the performance. Busking is a common way music or drama students earn money while practising their skills! Covent Garden is in the West End of London – a major theatre, shopping, and dining area, very popular with tourists. It was once called ‘Convent Garden’ as it was the place where the monks of Westminster Abbey grew their vegetables. Around St Paul’s Church is another popular place for buskers to perform in the area. The Royal College of Music is one of the top schools for Performing Arts in the UK.
1 e 1. 2 Focus students’ attention on the photo of Branna and ask them to say how old they think she is and to give you the name of the musical instrument. Ask them to read the questions and listen to her talking about her life to try to catch the answers. Play the recording through once and elicit answers to the questions. Encourage students to give you other information about her past, present, and future. Drill the pronunciation of the word busker /ˈbʌskə(r)/ to make sure they end it in a schwa /ə/ as for many occupation words.
e 1. 2 See SB p10.
SUGGESTION It’s a good idea to take opportunities to point out pronunciation patterns to students. In this case, you could ask for other job words which end in -er to highlight the typical pronunciation /ə/. Examples: teacher, driver, writer, police officer, manager, cleaner, etc.
Answers She comes from Portrush, Northern Ireland. She is in London now. A ‘busker’ sings or plays a musical instrument on the streets and people give them money if they like it.
Possible answer for things in her present, past, and future: She is studying at the Royal College of Music. She was born in a seaside town in Northern Ireland. Next year, she is going to study in Milan.
2 Focus attention on the text and make sure students realize that this is the same as they heard in the recording. Point out the example and ask the students which tense it is (Present Simple). Focus their attention on the three boxes containing verbs and give them a moment to find the correct verb for the second gap (‘m living), but don’t go into an explanation of the difference between Present Continuous and Present Simple at this stage – just allow students to work through the task. Let students check their answers in pairs. Get students to read the questions before playing the recording again for a final time. They should check their answers and then answer the questions. Elicit the answers.
- Where you come from? (Correction: Where do you come from?)
- What the children doing? (Correction: What are the children doing?)
- Choosing the wrong auxiliary verb: *Do you married? (Correction: Are you married?)
- Word order problems: *Why she is here? (Correction: Why is she here?)
- Question intonation difference in Yes/No questions and wh- questions:
Where do you live?
Do you like learning English? 4 For all of these possible problems with question forms and tenses, consistent correction is key, including encouraging students to self-correct whenever possible. There are comprehensive Grammar reference sections at the back of the Student’s Book which help students check their understanding.
STARTER SB p
The aim of the first exercise is to test students’ ability to recognize and use basic tenses (Present Simple, Present Continuous, and Past Simple). There are also examples of the state verbs need and have. Students should be familiar with the above tenses and verb forms, but they may still make mistakes.
Lead in to the topic by writing some important numbers about yourself on the board (e. your birthday, number of children or pets you have, an important year in your life, when you started teaching, etc.). Ask the students to guess what the numbers are and elicit possible responses from the class. The focus here is to get to know you as a teacher. If you have time, ask students to do the same in pairs, then ask a few students to share information about their partner with the class.
1 Refer students to the Starter section. Elicit the answer to the first question with the whole class. Students then work in pairs to match the rest of the questions and answers.
2 e 1 Play the recording for students to check their answers. Check and drill pronunciation of born /bɔːn/ and twice /twaɪs/. Play the recording again and ask students to repeat each question with correct intonation. Put students in pairs to ask and answer the questions, giving their own answers.
Answers and audioscript
e 1 Getting to know you 1 A Where were you born? B In Hamburg, Germany. ( c ) 2 A What do you do? B I’m a student. ( e ) 3 A Are you married? B No, I’m not. ( d ) 4 A Why are you learning English? B Because I need it for my job. ( f ) 5 A When did you start learning English? B Two years ago. ( a ) 6 A How often do you have English classes? B Twice a week. ( b )
20 Unit 1 • Getting to know you
K Yeah, we’re both nearly 60, but we still feel young, and we didn’t enjoy teaching any more, ... er ... teaching teenagers is really tiring ... C So ... in just six months we retired from our teaching jobs, rented our house in Portrush. K ... to a nice young couple. C ... yeah – and we bought a second-hand camper van for £4, and set off for France. K Last year, we just toured Europe – we went from campsite to campsite, first in France, then in Spain and Portugal. We loved every minute. C Yes, we had a great time. Next year, we’re going to visit Branna in Italy – she’s going to study in Milan. And then we’re going to fly to Chile, hire a van there, and meet Brady. We’re going to travel with him and his friend for a bit. K We’re really excited about that. We can’t wait!
6 e 1 Read the instruction as a class and point out the example. Give students time to complete the questions. They could work on this task in pairs or do it individually and then check with a partner. Check answers with the class. Put students in pairs. Student A asks questions 1– with Student B answering them. Student B asks questions 5–8 with Student A answering. They can use notes if they made them to help them remember the information. When they’ve finished, play the recording for them to check their answers. Finally, students practise the questions and answers in pairs. Monitor and check for any grammatical or pronunciation mistakes to correct afterwards.
Answers 2 do, have 6 did, pay 3 did 7 did, do 4 are, doing 8 are, going 5 didn't, enjoy
e 1 Questions about Conor and Karen 1 Q How old are they? A They’re both nearly 60. 2 Q How many children do they have? A Two. Twins – a son, Brady, and a daughter, Branna. 3 Q When did their children leave home? A Two years ago. 4 Q What are Branna and Brady doing at the moment? A Branna’s studying in London and Brady is travelling in South America. 5 Q Why didn’t Conor and Karen enjoy teaching any more? A Because teaching teenagers is very tiring. 6 Q How much money did they pay for the camper van? A £4,000. 7 Q What did they do last year? A They toured France, Spain, and Portugal. 8 Q Who are they going to visit next year? A They going to visit Branna in Italy, and then they’re going to fly to Chile to travel with Brady and his friend.
Talking about you 7 Give your own pair of examples (one true and one false), e. I live in a small flat. I have two children. Ask students if they know which sentence is true. Give them the answer! Students make their own pairs of sentences about their present, past, and future. Monitor and check they’re doing the task as instructed. Assist with any vocabulary they need and to help with any grammar queries. Focus students on the examples and get two students to read them aloud. Ask students to read out their pairs of sentences to the class so their classmates can guess which are true. If you have a large class, put them in groups for this stage.
Answers 2 ‘m living 9 has 3 ‘m studying 11 left 4 like 12 didn’t want 5 don’t have 13 won 6 make 14 couldn’t say 7 miss 15 ‘m going to continue 8 have 16 ‘m going to study She’s working as a busker because it’s very expensive to live in London and she doesn’t have a job, so she makes a bit of money from busking. She left home because she won a scholarship to study music. She’s excited because she’s going to study at the largest music academy in Italy next year.
In your own words 3 Put students in pairs to talk about Branna and her life. They should take turns saying something about her. Focus them on the example and point out the use of she. The aim of this task is to see how well students move between first person singular and third person, i. remembering third person -s and to change the form of auxiliary verbs (don’t to doesn’t, am to is). Monitor carefully. If a number of students are having difficulty with this, briefly review the forms on the board. 4 Focus students’ attention on the photos and the captions about Conor and Karen where they can find the answers to the questions. Elicit answers from the class. Check students understand retired and global. To help them understand the phrase empty-nester /ˌempti ˈnestə(r)/, refer students to the photo of the empty bird’s nest on p11. Tell them that the nest is like Conor and Karen’s home because their children have left.
Answers They’re Branna’s parents. They don’t work – they’re retired teachers. An ‘empty-nester’ is a parent whose grown-up children have left home. Conor and Karen are now travelling the world.
5 e 1. 3 Pre-teach/Check: teenager, second-hand, camper van, set off, campsite. Ask students to listen to find out who Brady is. Suggest they take notes about Conor and Karen’s life in order to remember information about their past, present, and future. Elicit responses from the class in feedback.
Answers Brady is their son (Branna’s twin brother).
e 1 Conor and Karen McGrady, retired teachers, empty-nesters, and global travellers K = Karen C = Conor K I think we’re typical ‘empty-nesters’! We have two children, twins, Branna and Brady, they’re 20 now ... and when they both left home, just two years ago now, our house felt really big and ... C ... and empty – it was just the two of us. K Yes, it was too quiet. We missed all their noise, their music, and their friends. C Yeah, we even missed all the mess. K I’m not so sure about that! Anyway, Branna went to London to study music, and Brady went to South America – he’s travelling there with a friend. C So ... I said to Karen, ‘Why don’t we go travelling, too?’
482 4- Headway Pre-Intermediate Teacher's Guide, 5th edition - 2019 , 240p
Materia: ingles (543210)
Universidad: Universidad Tecnológica de León
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